Figure 3.12. Vung Ro Unnumbered Wharf relic, Phu Yen province (Source: NCS self-taken photo)
Along with visiting relics, museums, traditional houses, seas and islands, teachers and students combine to carry out social service experience activities at the places the student group visits. Social service work not only helps to consolidate and deepen knowledge, but is also an experience measure to connect school with society, training students' ability to act. The forms of social service experience activities are very rich and highly educational, typically:
- Organize local talks on major holidays to disseminate knowledge of sea and island sovereignty to coastal people.
- Organize a historical gala on the theme of local seas and islands.
- Care for and protect historical and revolutionary relics, martyrs' cemeteries...
- Visiting the families of veterans, officers and soldiers who are day and night protecting the peace of the Fatherland in the beloved sea and islands.
- Clean up the coastal area; raise awareness of environmental protection for coastal residents.
- Mobilizing donations to build the fund For Beloved Truong Sa, Towards the border, islands, Towards soldiers on remote islands...
For example: During the activities of Sea and Island Week or World Environment Day, teachers coordinate with school organizations to organize for students to go to coastal areas to clean up the beach, visit the families of navy soldiers or organize an exhibition of photos drawn by students on the theme "My homeland's sea and islands"...
It can be said that, on the basis of correct awareness of sea and island sovereignty, organizing students to participate in practical community activities will bring high educational efficiency, help students have real life experiences, form community awareness and create the right learning motivation, thereby determining their own responsibility for the cause of building and defending the Fatherland.
xx
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Through identifying requirements and proposing measures to educate students about the sovereignty of seas and islands in teaching Vietnamese history in high schools, it can be affirmed that these are educational measures that are both specific in terms of implementation methods and diverse in terms of organization forms, thereby bringing high educational efficiency to students in all three goals of education, training and development.
Firstly, measures to educate awareness of sea and island sovereignty are combined in both internal lessons and diverse extracurricular activities to help students deeply and long-term remember the historical knowledge they have learned related to the theme of the sea and islands of the Fatherland, creating specific and detailed historical symbols as a foundation for historical awareness at higher levels (understanding and application), that is, forming concepts, stating historical laws and explaining the causes of current disputes over sea and island sovereignty.
Second, through the internal history lessons and the activities on the topic of sea and islands, the lesson content is linked to reality, greatly affecting the thoughts and feelings of students, helping them see the beauty of the sea and sky of the homeland, the silent sacrifices of generations of fathers and grandfathers, the soldiers who are guarding the land and sky day and night, protecting the peace of the sea and islands of the Fatherland, thereby forming national pride, love for the homeland, gratitude to national heroes... From there, students are aware of their responsibility in the cause of protecting the sovereignty of the sea and islands of the Fatherland.
Third, the proposed measures to educate the awareness of sovereignty over seas and islands initially approach the direction of developing students' capacity, helping them to develop their maximum capacity in terms of cognition, thinking, as well as the skills and capacities necessary for learning activities, career choices, and the capacity to apply knowledge to real life. Therefore, the educational measures proposed by the thesis will contribute to the development of general capacities, especially the specialized capacities of the subject of history, meeting the requirements of fundamental and comprehensive educational innovation today.
Chapter 4
PEDAGOGICAL EXPERIMENT
To verify the proposed measures in the topic, we conducted pedagogical experiments in many high schools in different locations and types of schools (in the South Central Coast provinces) to determine the suitability, feasibility and effectiveness, as well as the ability to widely disseminate measures to educate awareness of sea and island sovereignty in DHLS in high schools.
4.1. Criteria for assessing students' "awareness of sovereignty over seas and islands"
Testing and evaluation in history teaching in general, and education on awareness of sea and island sovereignty in particular, is a very important step. It is the process of collecting and processing information on the situation of knowledge acquisition, cultivating moral ideology, forming technical skills of students... compared to the set goals. In assessing students' "awareness of sea and island sovereignty", we apply the general assessment principles of the subject, at the same time build specific criteria, including quantitative assessment criteria and qualitative assessment criteria.
4.1.1. Quantitative assessment criteria
Quantitative assessment aims to test students' basic knowledge of Vietnam's sovereignty over seas and islands after implementing educational measures, specifically:
- Seas and islands under Vietnam's sovereignty.
- Historical basis affirming Vietnam's sovereignty over seas and islands:
+ The process of establishing and implementing sovereignty over seas and islands.
+ The process of fighting to protect sovereignty over seas and islands.
- Legal basis affirming Vietnam's sovereignty over seas and islands:
+ International law; agreements of countries bordering the East Sea.
+ Legal documents of Vietnam.
- The Party and State's policy on protecting the sovereignty of the Fatherland's seas and islands.
- The role of seas and islands in Vietnam's economy, society, national defense and security;
- Potential and current status of Vietnam's marine and island resources and environment. These criteria can be assessed through oral tests, 15-minute tests,
1-period test or semester test. In which, the test questions can be multiple choice, essay or a combination of multiple choice and essay. The assessment results are calculated by the score corresponding to the answer that the student can answer according to the test content requirements.
* Scale table according to quantitative criteria
Evaluation criteria
Level | ||||
M0 (0 – 1) | M1 (2 – 4) | M2 (5 – 7) | M3 (8 – 10) | |
1. Knowledge of seas and islands under Vietnam's sovereignty. | Unable to determine the sea areas and islands under Vietnam's sovereignty and the large islands and archipelagos in the area. Vietnam sea area | Initially identified the sea areas and islands under Vietnam's sovereignty and some large islands and archipelagos. on the sea of Vietnam. | Correctly and fairly completely identify the sea areas and islands of Vietnam and the large islands and archipelagos in the world. Vietnam sea area | Understand and fully and accurately identify on the map the sea areas, islands, islands and archipelagos on the sea. Vietnam sea area |
2. Knowledge of the process of establishing and enforcing sovereignty over seas and islands Vietnam. | Lack of knowledge about the process of establishing and exercising sovereignty Vietnam sea and islands. | Grasp some facts about the process of establishing and exercising sovereignty Vietnam sea and islands. | Know quite fully the events about the process of establishing and implementing sovereignty Vietnam sea and islands. | Understand clearly and fully the facts about the process of establishing and exercising sovereignty Vietnam sea and islands. |
3. Knowledge about the process of fighting to protect sovereignty over seas and islands Vietnam. | Lack of knowledge about the process of fighting to protect sovereignty Vietnam sea and islands. | Only know a few facts about the struggle to protect sovereignty Vietnam sea and islands. | Know quite fully the events about the process of fighting to protect sovereignty Vietnam sea and islands. | Understand clearly and fully the events of the struggle to protect sovereignty Vietnam sea and islands. |
4. Knowledge of the legal basis for affirming Vietnam's sovereignty over seas and islands South on the East Sea. | Not yet grasping the legal basis to affirm Vietnam's sovereignty over seas and islands on the East Sea. | Initially knowing the legal basis to affirm Vietnam's sovereignty over seas and islands South on the East Sea. | Know the legal basis to affirm Vietnam's sovereignty over seas and islands. South on the East Sea. | Fully understand the legal basis to affirm Vietnam's sovereignty over seas and islands. South on the East Sea. |
Maybe you are interested!
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Identify Rating Levels and Rating Scales
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of the islanders. Therefore, this indicator will be divided into two sub-indicators:
a1. Natural tourism attractiveness a2. Cultural tourism attractiveness
b. Tourist capacity
The two island communes in Quan Lan have different capacities to receive tourists. Minh Chau Commune is home to many standard hotels and resorts, attracting high-income domestic and international tourists. Meanwhile, Quan Lan Commune has many motels mainly built and operated by local people, so the scale and quality are not high, and will be suitable for ordinary tourists such as students.
c. Time of exploitation of Quan Lan Island Commune:
Quan Lan tourism is seasonal due to weather and climate conditions and festivals only take place on certain days of the year, specifically in spring. In Quan Lan commune, the period from April to June and from September to November is considered the best time to visit Quan Lan because the cultural tourism activities are mainly associated with festivals taking place during this time.
Minh Chau island commune:
Tourism exploitation time is all year round, because this is a place with a number of tourist attractions with diverse ecosystems such as Bai Tu Long National Park Research Center, Tram forest, Turtle Laying Beach, so besides coming to the beach for tourism and vacation in the summer, Minh Chau will attract research groups to come for tourism combined with research at other times of the year.
d. Sustainability
The sustainability of ecotourism sites in Quan Lan and Minh Chau communes depends on the sensitivity of the ecosystems to climate changes.
landscape. In general, these tourist destinations have a fairly high level of sustainability, because they are natural ecosystems, planned and protected. However, if a large number of tourists gather at certain times, it can exceed the carrying capacity and affect the sustainability of the environment (polluted beaches, damaged trees, animals moving away from their habitats, etc.), then the sustainability of the above ecosystems (natural ecosystems, human ecosystems) will also be affected and become less sustainable.
e. Location and accessibility
Both island communes have ports to take tourists to visit from Van Don wharf:
- Quan Lan – Van Don traffic route:
Phuc Thinh – Viet Anh high-speed boat and Quang Minh high-speed boat, depart at 8am and 2pm from Van Don to Quan Lan, and at 7am and 1pm from Quan Lan to Van Don. There are also wooden boats departing at 7am and 1pm.
- Van Don - Minh Chau traffic route:
Chung Huong high-speed train, Minh Chau train, morning 7:30 and afternoon 13:30 from Van Don to Minh Chau, morning 6:30 and afternoon 13:00 from Minh Chau to Van Don.
f. Infrastructure
Despite receiving investment attention, the issue of infrastructure and technical facilities for tourism on Quan Lan Island is still an issue that needs to be resolved because it has a direct impact on the implementation of ecotourism activities. The minimum conditions for serving tourists such as accommodation, electricity, water, communication, especially medical services, and security work need to be given top priority. Ecotourism spots in Minh Chau commune are assessed to have better infrastructure and technical facilities for tourism because there are quite complete and synchronous conditions for serving tourists, meeting many needs of domestic and foreign tourists.
3.2.1.4. Determine assessment levels and assessment scales
Corresponding to the levels of each criterion, the index is the score of those levels in the order of 4, 3, 2, 1 decreasing according to the standard of each level: very attractive (4), attractive (3), average (2), less attractive (1).
3.2.1.5. Determining the coefficients of the criteria
For the assessment of DLST in the two communes of Quan Lan and Minh Chau islands, the students added evaluation coefficients to show the importance of the criteria and indicators as follows:
Coefficient 3 with criteria: Attractiveness, Exploitation time. These are the 2 most important criteria for attracting tourists to tourism in general and eco-tourism in particular, so they have the highest coefficient.
Coefficient 2 with criteria: Capacity, Infrastructure, Location and accessibility . Because the assessment area is an island commune of Van Don district, the above criteria are selected by the author with appropriate coefficients at the average level.
Coefficient 1 with criteria: Sustainability. Quan Lan has natural and human-made ecotourism sites, with high biodiversity and little impact from local human factors. Most of the ecotourism sites are still wild, so they are highly sustainable.
3.2.1.6. Results of DLST assessment on Quan Lan island
a. Assessment of the potential for natural tourism development
For Minh Chau commune:
+ Natural tourism attractiveness is determined to be very attractive (4 points) and the most important coefficient (coefficient 3), so the score of the Attractiveness criterion is 4 x 3 = 12.
+ Capacity is determined as average (2 points) and the coefficient is quite important (coefficient 2), then the score of Capacity criterion is 2 x 2 = 4.
+ Exploitation time is long (4 points), the most important coefficient (coefficient 3) so the score of the Exploitation time criterion is 4 x 3 = 12.
+ Sustainability is determined as sustainable (4 points), the important coefficient is the average coefficient (coefficient 1), so the score of the Sustainability criterion is 4 x 1 = 4 points
+ Location and accessibility are determined to be quite favorable (2 points), the coefficient is quite important (coefficient 2), the criterion score is 2 x 2 = 4 points.
+ Infrastructure is assessed as good (3 points), the coefficient is quite important (coefficient 2), then the score of the Infrastructure criterion is 3 x 2 = 6 points.
The total score for evaluating DLST in Minh Chau commune according to 6 evaluation criteria is determined as: 12 + 4 + 12 + 4 + 4 + 6 = 42 points
Similar assessment for Quan Lan commune, we have the following table:
Table 3.3: Assessment of the potential for natural ecotourism development in Quan Lan and Minh Chau communes
Attractiveness of self-tourismof course
Capacity
Mining time
Sustainability
Location and accessibility
Infrastructure
Result
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
CommuneMinh Chau
12
12
4
8
12
12
4
4
4
8
6
8
42/52
Quan CommuneLan
6
12
6
8
9
12
4
4
4
8
4
8
33/52
b. Assessment of the potential for humanistic tourism development
For Quan Lan commune:
+ The attractiveness of human tourism is determined to be very attractive (4 points) and the most important coefficient (coefficient 3), so the score of the Attractiveness criterion is 4 x 3 = 12.
+ Capacity is determined to be large (3 points) and the coefficient is quite important (coefficient 2), then the score of the Capacity criterion is 3 x 2 = 6.
+ Mining time is average (3 points), the most important coefficient (coefficient 3) so the score of the Mining time criterion is 3 x 3 = 9.
+ Sustainability is determined as sustainable (4 points), the important coefficient is the average coefficient (coefficient 1), so the score of the Sustainability criterion is 4 x 1 = 4 points.
+ Location and accessibility are determined to be quite favorable (2 points), the coefficient is quite important (coefficient 2), the criterion score is 2 x 2 = 4 points.
+ Infrastructure is rated as average (2 points), the coefficient is quite important (coefficient 2), then the score of the Infrastructure criterion is 2 x 2 = 4 points.
The total score for evaluating DLST in Quan Lan commune according to 6 evaluation criteria is determined as: 12 + 6 + 6 + 4 + 4 + 4 = 36 points.
Similar assessment with Minh Chau commune we have the following table:
Table 3.4: Assessment of the potential for developing humanistic eco-tourism in Quan Lan and Minh Chau communes
Attractiveness of human tourismliterature
Capacity
Mining time
Sustainability
Location and accessibility
Infrastructure
Result
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Quan CommuneLan
12
12
6
8
9
12
4
4
4
8
4
8
39/52
Minh CommuneChau
6
12
4
8
12
12
4
4
4
8
6
8
36/52
Basically, both Minh Chau and Quan Lan localities have quite favorable conditions for developing ecotourism. However, Quan Lan commune has more advantages to develop ecotourism in a humanistic direction, because this is an area with many famous historical relics such as Quan Lan Communal House, Quan Lan Pagoda, Temple worshiping the hero Tran Khanh Du, ... along with local festivals held annually such as the wind praying ceremony (March 15), Quan Lan festival (June 10-19); due to its location near the port and long exploitation time, the beaches in Quan Lan commune (especially Quan Lan beach) are no longer hygienic and clean to ensure the needs of tourists coming to relax and swim; this is also an area with many beautiful landscapes such as Got Beo wind pass, Ong Phong head, Voi Voi cave, but the ability to access these places is still very limited (dirt hill road, lots of gravel and rocks), especially during rainy and windy times; In addition, other natural resources such as mangrove forests and sea worms have not been really exploited for tourism purposes and ecotourism development. On the contrary, Minh Chau commune has more advantages in developing ecotourism in the direction of natural tourism, this is an area with diverse ecosystems such as at Rua De Beach, Bai Tu Long National Park Conservation Center...; Minh Chau beach is highly appreciated for its natural beauty and cleanliness, ranked in the top ten most beautiful beaches in Vietnam; Minh Chau commune is also home to Tram forest with a large area and a purity of up to 90%, suitable for building bridges through the forest (a very effective type of natural ecotourism currently applied by many countries) for tourists to sightsee, as well as for the purpose of studying and researching.
Figure 3.1: Thenmala Forest Bridge (India) Source: https://www.thenmalaecotourism.com/(August 21, 2019)
3.2.2. Using SWOT matrix to evaluate Quan Lan island tourism
General assessment of current tourism activities of Quan Lan island is shown through the following SWOT matrix:
Table 3.5: SWOT matrix evaluating tourism activities on Quan Lan island
Internal agent
Strengths- There is a lot of potential for tourism development, especially natural ecotourism and humanistic ecotourism.- The unskilled labor force is relatively abundant.- resource environmentunpolluted, still
Weaknesses- Poorly developed infrastructure, especially traffic routes to tourist destinations on the island.- The team of professional staff is still weak.- Tourism products in general
quite wild, originalintact
general and DLST in particularalone is monotonous.
External agents
Opportunity- Tourism is a key industry in the socio-economic development strategy of the province and Van Don economic zone.- Quan Lan was selected as a pilot area for eco-tourism development within the framework of the green growth project between Quang Ninh province and the Japanese organization JICA.- The flow of tourists and especially ecotourism in the world tends toincreasing
Challenge- Weather and climate change abnormally.- Competition in tourism products is increasingly fierce, especially with other localities in the province such as Ha Long, Mong Cai...- Awareness of tourists, especially domestic tourists, about ecotourism and nature conservation is not high.
Through summary analysis using SWOT matrix we see that:
To exploit strengths and take advantage of opportunities, it is necessary to:
- Diversify products and service types (build more tourism routes aimed at specific needs of tourists: experiential tourism immersed in nature, spiritual cultural tourism...)
- Effective exploitation of resources and differentiated products (natural resources and human resources)
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5. Knowledge of the Party and State's policies on protecting the sovereignty of the sea and islands of the Fatherland.
country
Not yet grasping the Party and State's policy on protecting the sovereignty of the Fatherland's seas and islands. | Initially know the policy of the Party and State on protecting the sovereignty of the sea and islands of the Fatherland. | Know the basic policies of the Party and State on protecting the sovereignty of the sea and islands of the Fatherland. country | Understand and master the Party and State's policies on protecting the sovereignty of the sea and islands of the Fatherland. country | |
6. Knowledge about the role of sea and islands in Vietnam's economy, society, national defense and security South in history. | Not knowing the role of sea and islands in Vietnam's economy, society, national defense and security history. | Initially knowing the role of sea and islands in Vietnam's economy, society, national defense and security South in history. | Know quite well about the role of sea and islands in Vietnam's economy, society, national defense and security. South in history. | Fully know and understand the role of seas and islands in Vietnam's economy, society, national defense and security. South in history. |
7. Knowledge about the role of seas and islands in construction and protection country today. | The role of seas and islands in the construction and protection of the land is not yet known. current water | Initially knowing the role of sea and islands in construction and protection country today. | Know quite well about the role of sea and islands in construction and protect the country today. | Fully know and understand the role of seas and islands in the construction and protect the country today. |
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4.1.2. Qualitative assessment criteria
Along with quantitative assessment of knowledge of sea and island sovereignty that students have, assessment of “sea and island sovereignty awareness” must also be combined with monitoring the process of change in students’ awareness, attitude, and behavior during and after the process of using educational forms and measures (qualitative assessment). This work is very difficult and complicated, because it must be carried out over a long period of time. During the monitoring process, teachers need to observe and record according to the following criteria:
- Students' learning spirit and attitude in lessons and activities integrating the content of sea and island sovereignty (compared to other lessons and activities).
- Interest and ability to participate in giving opinions, exchanging and discussing learning activities related to sea and island sovereignty.
- The manifestation of students' behavior during and after the educational process about their responsibility in protecting the sovereignty of the sea and islands of the Fatherland:
+ Responsibility to protect national territorial sovereignty in general, and to protect sea and island sovereignty in particular of Vietnamese citizens.
+ Grateful to generations of Vietnamese people who have worked hard to build and protect the sovereignty of the sea and islands of the Fatherland.
+ Practical actions of students in protecting sea and island sovereignty; protecting and preserving marine and island resources and environment; the ability to propagate and spread in the community about protecting the sovereignty of the sea and islands of the Fatherland.
* Scale table according to qualitative criteria
Evaluation criteria
Level | ||||
M0 (not yet transformed) | M1 (initial change) | M2 (clear change) | M3 (high level transformation) | |
1. Students' spirit and learning attitude in lessons and activities that integrate the main content sea and island rights | Lack of spirit and positive learning attitude in lessons and activities with integrated content sovereignty of sea and islands | Initially have a positive learning spirit and attitude in class and activities with the main content. sea and island rights | Have a positive learning spirit and attitude in lessons and activities that integrate the main content. sea and island rights | Have high spirit and positive learning attitude in class and activities with integrated content sovereignty of sea and islands |
2. Interest and ability to participate in giving opinions, exchanging and discussing learning activities related to sea and island sovereignty. | Lack of interest and ability to participate in giving opinions, exchanging and discussing learning activities related to sovereignty sea, island | Initial interest and ability to participate in giving opinions, exchanging and discussing learning activities related to sovereignty sea, island | Forming interest and ability to participate in giving opinions, exchanging and discussing learning activities related to maritime sovereignty, island. | Very interested and highly capable of participating in, exchanging and discussing learning activities related to sovereignty sea, island |
3. The manifestation of students' behavior during and after the educational process about their responsibility in protecting sovereignty sea, island of the fatherland | Not yet revealing behavior during and after the education process about one's responsibility in protecting sea and island sovereignty Fatherland. | Initial manifestation of behavior during and after the education process on one's responsibility in protecting sea and island sovereignty Fatherland. | Clearly demonstrate behavior during and after the education process about one's responsibility in protecting the sovereignty of the sea and islands of the Fatherland. | Enthusiastically demonstrate behavior during and after the education process about one's responsibility in protecting sea and island sovereignty. Fatherland. |
4. Responsibility of Vietnamese citizens to protect national territorial sovereignty in general and protect sea and island sovereignty in particular.
Has not demonstrated responsibility for protecting national territorial sovereignty in general, and protecting sea and island sovereignty in particular. Vietnamese citizen | Initially demonstrating the responsibility to protect national territorial sovereignty in general, and to protect sea and island sovereignty in particular. Vietnamese citizen | Clearly demonstrate the responsibility to protect national territorial sovereignty in general and protect sea and island sovereignty in particular. Vietnamese citizen | Enthusiastically and actively demonstrate responsibility for protecting national territorial sovereignty in general and sea and island sovereignty in particular. private of citizens | |
5. Be grateful to generations of Vietnamese people who have worked hard to build and protect the sovereignty of the sea and islands of the Fatherland. country | Not yet showing gratitude to generations of Vietnamese people who have worked hard to build and protect sovereignty sea, island of the fatherland | First step to express gratitude to generations of Vietnamese people who have worked hard to build and protect the country. sea and island rights | Clearly expressing gratitude to generations of Vietnamese people who have worked hard to build and protect sovereignty sea, island of the fatherland | Actively take action to show gratitude to generations of Vietnamese people who have worked hard to build and preserve the country. protect sovereignty of sea and islands. |
6. Practical actions of students in protecting sovereignty over seas and islands; protecting and preserving resources and environment sea and island school | There has been no practical action by students in protecting sea and island sovereignty; protecting and preserving resources and marine and island environment | There are initial practical actions of students in protecting sovereignty over seas and islands; protecting and preserving resources and marine and island environment | Clearly demonstrate students' practical actions in protecting sea and island sovereignty; protecting and preserving resources and the environment. sea and island school | Actively demonstrate practical actions in protecting sea and island sovereignty; protecting and preserving resources and marine and island environment |
7. Ability to propagate and spread in the community about protecting sea sovereignty, Fatherland Island | There is no ability to propagate and spread in the community about protecting the owner. sea and island rights | Initially, there is the ability to propagate and spread in the community about protection. protect sovereignty of sea and islands. | Demonstrate the ability to propagate and spread in the community about protecting the owner. national sea and island rights | Actively promote and spread in the community about protecting sovereignty sea, island |